Special Education Philosophy

“A teacher affects eternity: he can never tell where his influence stops,” a quote from Marcus Tullius Cicero. I believe that my role as an educator will forever affect the students that I will encounter. To me my role is more than being a teacher; I play an intricate part in how children perceive education. For the year that I teach those students it will be my actions that will entice children to want to be in school and learn. I will be in the position not only in educating them, but to get to know them as individuals. I believe that by assessing each student for their individual qualities I will be able to provide differentiated instructions to connect with each student. My direction in education is to teach middle school science. I chose the subject of science because I feel that this subject can be difficult to understand and overwhelming. I know for me, I had to work hard to learn and understand certain topics in science. But because of my teachers and the way they taught; I began to love science. That is what inspired me to want to become a science teacher. I look forward to creating a curriculum that will challenge students to apply concepts and analyze results. I want to witness children not only learning, but becoming involved in their education. I see myself as a teacher following several theories immersed in education. One theory I accept as a true concept is the constructivism theory. Susan Doherty who is teacher and believed in the constructivism theory wrote:
One key, I think, is to allow and encourage the students to ask and seek the answers to their own questions. In this way, students’ minds and hearts become active, leading them on a lifelong journey of inquiry and self-motivated learning.

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...more consistent performance, rather than just a child pushing the limits. Teaching early childhood education knows that stress is sometimes a key factor to what might set these behaviors or emotions off. The stats show that more than ¾ of the children identified for special education are boys. Children with behavioral and emotional disorder have an inability to maintain a satisfactory interpersonal relationship with peers, or teachers. The other items that we see in children with the disorder are inappropriate behavior or feelings under normal circumstances. B). A general pervasive mood of unhappiness or depression. C). Develop physical symptoms or fears that are associated with personal or school.
Behavioral and emotional behavioral are broken down into characteristics.
Externalizing Behavior: Is the most common behavior pattern in children diagnosed with behavioral and emotional disorder. Children with externalizing behavioral will get out of their seats, yell out, disturb peers, hit or fight, complain, steal, lie, and etc.
Internalizing Behavior: Children with internalizing behaviors are not socially active, children are very immature for their age, play with children younger than their age, complain of being sick, hurt or go into deep depression, and after time mood disorders will follow.
Section B:
Teaching early childhood education I prepare myself for children to have the rough days. When children gets upset calm the child......

...My Personal Philosophy of Special Education
Christina L. Richardson
Grand Canyon University: SPE-529N
November 18, 2012
My Personal Philosophy of Special Education
As educators, we need a foundation for why we want to teach, where students with different disabilities fit in that foundation, a rationale for how we teach, and a principle that keeps us striving to be the best educators we can be. The purpose of this essay is to point out what I believe the foundation, student location, rationale, and principle are for why I want to become a teacher.
Special Education Philosophy
I believe every child is entitled to an education no matter what race, socio-economic status, or disability. No Child Left Behind (NCLB) ensures that every child is given the opportunity to have a highly qualified education while Individuals with Disabilities Education Act (IDEA) requires children with disabilities be given a free appropriate public education (FAPE) that meets their individual needs. The latest version of IDEA also works together with NCLB to give children with disabilities the same opportunity of high quality instruction. This causes the responsibility for the progress and performance of children with disabilities to be shared by the general and special education teachers. (Cortiella, 2006, p. 10) As a special education teacher, I will work with general education teachers and collaborate to make sure the individual needs of students with disabilities are met.
I believe that...

...Chapter 1: Student Characteristics
Understand Characteristics of Students with Disabilities
Some students with disabilities pass through typical developmental milestones and express skills within an average range for their age group. Others show delayed growth at certain developmental milestones, and many students with disabilities experience challenges as they navigate through the school curriculum. It is critical that special education teachers know how to differentiate between typical individual differences among children without disabilities and differences that may indicate a disability that requires interventions and/or specialized designed instruction. In addition, special education teachers need to know the most common types of disabilities that students may experience and how those disabilities affect their ability to learn and their behavior in the classroom. Competency 1 thus focuses on the characteristics of typical and atypical human growth and development and the characteristics of students with various disabilities that special education teachers are likely to encounter.
The test includes a wide range of multiple-choice questions that address Competency 1.
* Questions on typical and atypical behaviors and abilities for children and adolescents at particular ages.
* Questions on the types and characteristics of various disabilities.
* Questions on the similarities and differences among students with and without disabilities.
This competency......

...Pacific University
Special Education 583
Summer 2012
Educating children profoundly affects their lives and influences the life of anyone who comes into contact with those children. Education provides a foundation for a child to base the rest of his or her life on. Without a solid education, it becomes impossible for an individual to provide for themselves and their family. Also, well-educated people can make decisions that benefit both their own interests and the interests of society as a whole. In this paper, I will address my personal opinions and philosophy about education. First, I will address the nature of the student. Next, I will examine the nature of knowledge, followed by the purpose of public education, and method. Finally, my paper will conclude with a discussion of the curriculum areas that are most important in elementary school. Additionally, I will relate my views to pragmatism and progressivism, and to Plato’s teaching, three valuable theories regarding education.
No two students are exactly alike. Nevertheless, they do share one fundamental characteristic -- every student has the ability to learn. Plato believed that a student’s learning ability is determined entirely by genetics. According to Plato, people are either golds, silvers, or bronzes. The golds are the smartest and the bronzes are the slower learners. I don’, t really agree with this philosophy. Yes, some children are......

...
Philosophy of Special Education
Marchelle Mitchell
EDU 535
February 4, 2015
Valerie Klaus
Philosophy of Special Education
The purpose of schooling is to help our special education students to be functional and independent in the real world. I want them to learn how to deal with real life situations and to be able to understand and adapt to the changes it may bring. For example, being an autism teacher of high school students, my philosophy is different than of an autism teacher of elementary students. The most important thing of concern for the older students is to make sure they are as independent as possible and teach them some type of job skill to help them acquire a pay check to help with their care. I also help them have an alternative to destructive behavior so they are able to work in the community in some fashion.
Teaching students in the special education environment all learn at different paces and at different levels. Even though the students are of high school age, they are nowhere close to being on the same educational level as their peers. I have to teach at their level even if the level is at an elementary grade level. I want them to understand and have knowledge of what can help them as they grow older. The sooner you understand as a special education teacher you have to change your teaching style to each individual student, the more success you will have with each student and the more joy you will have in your career. The key is no student learns like......

...How can ICT support the learning of children with special educational
How can ICT support the learning of children with special educational
needs?
ICT can support the learning of children with special educational
needs [SEN]. It enables children with SEN to overcome barriers to
learning by providing alternative or additional methods of
communicating within the learning process. Moreover, it also helps
teachers to create a supportive framework, which can enable autonomous
learning. When used creatively, ICT can enrich and enhance teaching,
motivating pupils and engaging them in active learning. But how is
this achieved? The range of special needs covers a very wide spectrum.
It will be necessary therefore to examine how ICT can support the
various needs.
Standard equipment is often suitable for children with SEN. the
settings of the computer can be changes to make it more computer
friendly. The mouse motion can be slowed down for better control. The
toolbar can be created to suit the children's needs. However if this
is not suitable there are many peripherals and devices, which can
support children with SEN, but not all are appropriate for everyone.
For those children with a physical disability a variety of switches,
optical pointers, voice controlled devices and word prediction
software has been designed to overcome the problems these children
have using traditional input devices such as the mouse and keyboard.
However according to Semerc [2000]......

...literally means “beyond the physical”. This area of philosophy focuses on
the nature of reality. Metaphysics attempts to find unity across domains of experience and
thought. There are four broad philosophical schools of thought that apply to education today.
They are idealism, realism, pragmatism and existentialism. Two of these general
philosophies, idealism and realism, are derived from the ancient Greek philosophers, Plato and
Aristotle. The other two are more contemporary, pragmatism and existentialism. However, this
paper is much concerned about the views of both idealism and realism on education, curriculum,
teacher, student and methodology, stating categorically three main points on each.
To begin with, one long-standing philosophical idea that has exerted a powerful control on the
mind of man throughout ages is Idealism. Idealism is the ontological and epistemological
principle that ideas or thoughts make up elemental truth. Fundamentally, it is any philosophy
which maintains that the only thing essentially foreseeable is consciousness while we by no
means can be convinced that material or whatever thing in the outer world in actuality exists thus
the only true things are intellectual entities not corporeal things which are present only in the
good judgment that they are perceived. Idealism pervades all the creation and it is an underlying,
unlimited and ultimate force which reigns supreme overall mind and matter.
In education, the influence of Idealism has gone a......

...of education. To evaluate the scenario, laws and statues as well as similar court cases will be compared and used to determine proper action for and against the presented scenario. The scenario entails about a high school principal refusing to provide special education to a severely disabled tenth-grade student. The principal is very prominent as she worked as a special education teacher and an assistant principal in a wealthy school district. Based on the presented scenario, this evaluation will assess the possibility of ruling in court as well as give an opinion on the matter.
Keywords: special education, principal, parent, disabilities, court
Special Education for Student with Disabilities
Debbie Young is a high school principal of esteem. Not only was she a special education teacher, but she was also an assistant principal of a wealthy school district in the South. Young was approached by the parent of a disabled student named Johnathan to enroll her son in the district. Johnathan is severely disabled with multiple disabilities that require constant care by a specialized nurse. His is mentally disabled, has a seizure disorder, and has quadriplegia. Debbie Young refused to enroll the child because of the necessary expenses and the belief that the school would not be able to appropriately tend to his needs. Laws that protect the rights of students with disabilities are present, but the laws may or may not correlate with the aid in the situation.
Special education is......

...Philosophy of Education
Ruth Taylor
University of Mary Washington, School of Education
Introduction
My thoughts and beliefs of the purpose of education is where my philosophy of education begins. I believe that the purpose of education is to ensure that all students, regardless of their abilities, are able to gain the knowledge necessary to be productive members of society. Although I believe that higher education is extremely important, there are a great deal of students that may never be able to attend any type of higher education institution. For these students, it is imperative that we as educators teach them the basic skills in order for them to be as independent as possible after their 13 years of formal education.
As educators, I believe that most of us come into the profession because we want to make a difference in the lives of young people. Our students are the future of our world. They are the generation that will make a difference. We teach so that our students will be able to reach their highest possible potential in life. Since my primary focus is in the field of special education, I feel that I have a slightly different view on the purpose of education than do my regular education counterparts. My goal is to ensure that my students will have the skills needed to accomplish all of their dreams and goals, regardless of their academic abilities.
We as a society learn so that we can be productive members of society and live within the societal......

...Philosophy of Education
Submitted by
Felicia Danielle Holdren
In partial fulfillment of the requirements for EDEC 1001
Ohio University
February 2016
1. Kids do well if they can. If they could do well, they would. Behavior is a skill. We need to provide good, clear interventions and differentiation, but still continue to be supportive.
2. Start with strengths. We must create the conditions for students to see and feel real success. Start with their strengths from the very beginning.
3. Students need to feel that they belong. We must maintain the goal of creating a sense of belonging in the classroom.
4. Students need to feel that they matter. Take the time to connect with kids. Find out their strengths and interests.
5. The kids who need the most love will ask for it in the most unloving ways. We must seek to understand. Children need to feel they belong and they are cared for. Sending a child home for behavior issues can escalate behaviors in the long term.
6. How we teach becomes what we teach. If we want to see it, model it. If we want children that our caring, kind, empathetic, inclusive, etc., we need to model this at all times.
7. Set rules for your classroom (for classroom management). You can do this together with the class .Students would enjoy being involved with coming up with expectations for their classroom but also you as a teacher need to make sure those rules are fairly easy and realistic.
8. Keep Parents involved. Most parents for......

...Case Study #10
In the following case study, I learned all about Thasya Lumingke was and her struggles with autism. There were many things that I was able to learn from this case study that will help me be a better teacher one day.
One thing that particularly stood out to me was the way the special needs teacher illustrated the commitment to her job. She talks about how teachers need to be willing to work with students no matter how hard it may be. No teacher should ever give up on his or her students. This would be wrong. Yes, teaching is difficult, but you have to understand that you are not always going to be perfect. Once you build a connection with you students, you will be able to work with them effectively, and they will be like your family.
Another thing I learned is that inclusion is important for both students in the general education classroom, as well as students in special education. In regards to students with autism, it is proven to be beneficial. Using a universal design for learning will help all the students in the classroom. Also, differentiated learning styles are extremely beneficial as well. I think that it is important for students to have various methods of learning so teachers as well as students can understand what works best.
Overall, I think that when I become a teacher I will be able to apply these teaching methods in my classroom. Whether or not the child is autistic or not, using a universal design of learning, differentiation, and being......

...SPECIAL EDUCATION - PHILOSOPHY
My Special Education Philosophy
S. Bruce Butrym
Grand Canyon University: SPE 529N
January 26TH, 2012
My Special Education Philosophy
Philosophy…Webster defines that thought as, “a discipline comprising as a core logic, aesthetics, ethics, metaphysics, and epistemology.”
With all due respect to Mr. Webster, combining the aforementioned subjects within a philosophical statement for one’s purpose in life may be the correct approach for ivy leagued institutions, but for an individual striving to reach high school age students within the Autistic Spectrum, in a TMD self-contained classroom; leaning ever so closely to a PMD format, a more down to earth approach would seem more appropriate.
As such, after reviewing each of the core areas of philosophy, the subject of Metaphysics drew my attention. Defined in layman terms… Metaphysics allows me to, for one, to consider all I interact with within the schools four walls as “real beings”; and secondly, to consider those “real beings” as “genuine constituents” of the world that can hopefully can add additional strength to the makeup of that world.
A major component to the development of my philosophy was to take advantage of the opportunity to interview a number of staff from my local high school; to review what these seasoned staff members had......

...Katherine Fox My Teaching Philosophy
The elementary age is a crucial time in students’ lives as this is when they are exposed to classroom learning for the ﬁrst time. It is at this period when most students form their opinions on school which, typically, last their whole school careers. Teachers play a vital role in forming this outlook. I believe this because of my younger brother, Drew. He has never liked school, and school was a constant struggle for him, my mother, and my father. Drew’s dislike for school began in the ﬁrst grade when he had a teacher who told him he was stupid. Throughout the whole school year all she did was put him down. Unfortunately Drew did not get ofﬁcially diagnosis with ADHD until he was in the eighth grade. Even though he did not have this ofﬁcial diagnosis in his earlier career, his teachers should have given him differentiated instructions. From Drew’s negative experiences and as a future educator, I will never discourage my students. It is my goal to make a difference in the life of every child I get the privileged to educate. Educating children with special needs means being aware of their abilities and reﬂecting upon their educational development and the best possible way of helping them. As an elementary special needs teacher of students with severe disabilities, I will develop strong bonds with each student, provide the much needed support and conﬁdence they so desperately need. I will individualize instructional programs that will......

...The lack of parental participation in special education remains an issue. Despite putting different practices in place for children with learning disabilities it seems the attention and the drive to do it is not there. Parental Involvement is still limited whether it is because of not understanding the disability of the child or severity, or becoming overwhelmed or just no time because of lack of time management. This paper gives a study of facts and details of things that can possible aide in getting the parent involved in the child’s educational process.
Every child should be educated no matter what the circumstances. The reason why most children do not succeed is due to the lack of parental involvement in their education process. The government has placed many policies in place to help parents get involved. The individuals with Disabilities Education Act (IDEA) are a law that ensures disabilities throughout the nation (U.S. Department of Education, 2011). In this essay I will give supporting details about the No Child left being Act, potential involvement, limitations and ways the parent can participate. The No Child Left Behind act has been the law for nearly 10 years. In the year 2011 President Bush requested Congress to reauthorize ESEA/NCLB in 2007. The Obama administration introduced his version for ESEA which stands for Elementary and Secondary Education Act and Congress still did not respond. This is where the parental involvement and the people are able to get......

...Special Education For Children With Disabilities
Millions of children in our nation are identified as being "children with disabilities". Prior to the 1960s, millions of children with disabilities received inadequate or inappropriate special education services from the public schools and another 1 million children were excluded from school altogether. Disabilities such as autism, poverty, and racism are just a few of the “disabilities” that have blocked the pathways of over a million people thought out the US.
My goal for this paper is to thoroughly examine the three main factors that I personally believe have the most traumatic and continuous effect on society that will ultimately repeat itself and create a pattern of issues that society will be forced to resolve in the future. It is my desire and personal goal to acknowledge each issue that many children face, label and prove it to be a awful disability, an find a realistic resolution to each issue addressed as a disability.
According to the National Center for Children in Poverty, in the United States, 21 percent of children live in families with incomes below the federal poverty line. Although many of these families have working parents, low wages and unstable employment make it difficult to provide the necessary resources for proper childhood development. Not only does research indicate that poverty is a threat to a child's well-being, but it also affects his ability to learn.
Regular attendance at school is......